When it comes to their learning development, providing feedback to students in a consistent and timely manner throughout the course of time they spend learning, is essential. Feedback are simple, yet, significant means, found among many other instructional strategies, used to facilitate students in their learning process in any given task given to them to complete. As mentioned from a source, “…feedback extends the opportunity to teach by alleviating misunderstanding and reinforcing learning” (" Focus on Effectiveness," 2005). Image credit to snacktime2007
“When we give feedback, there are two possible cases -- the feedback might show that current performance falls short of the goal, or it might show that the goal has already been reached” (Wiliam, 2012).
So, what is Feedback?
Well as this source explains, "...feedback is often used to describe all kinds of comments made after the fact, including advice, praise, and evaluation…is information about how we are doing in our efforts to reach a goal” (Wiggins, 2012). Moreover, the idea of providing feedback fundamentally extends from the concept of constructive criticism where students are provided with positive comments that will further promote their learning growth.
Examples where providing feedback would be necessary include:
Tests/exams
Research papers
Essays
Class assignments
Homework assignments
Group projects
Ways in which teachers/instructors may implement feedback would include, but not limited to, the uses of the following:
Written comments
Verbal comments
Rubrics
This video thoroughly explains how and why providing feedback helps students. .
Advantages and disadvantages of providing feedback In addition to knowing the proper usage of this instructional strategy, it is also important for teachers to consider the time in which feedback is to be given. Immediate feedback is ideal to give students opportunities to correct their mistakes, make stronger connections with a given material and enables the students to absorb ideas more proficiently. Praising the students on their achievements when due should also be encouraged and given in a similar fashion to support students learning. Contrary to providing immediate feedback, delay in feedback will enable students to make the same mistakes, make weak connections, and it increases their inability to absorb ideas; consequently, the delay will create more confusion or misunderstanding ("Focus on Effectiveness," 2005).
Applying the feedback method In the case of a test which contains short essay questions, teachers will notify the students, whether with written or verbal comments, if there are missing or inadequate information from the responses. Teachers can also include that the details are irrelevant and does not support the idea of whatever it is being asked in the question/s. Meanwhile, the teacher’s feedback is positive and instructive to enhance the quality of the responses the next time students are given the opportunity to complete the same or a similar task.
Another example is when students present a research paper that contains irrelevant information and has no connection with the topic and/or idea of the actual paper. The overall content is misconstrued and very difficult for readers to follow. Though this case is rather complex in nature, the same principles apply as it would in the test scenario. The teacher must provide appropriate feedback which would include possible ways in which the students could have gone to write about the topic; perhaps, the teacher might include related sources that would direct the students in the direction needed to complete the paper. In addition, feedback must include where there were disconnections and irrelevancy so the students are aware of the flaws within their papers and are able to make the proper corrections. Having a rubric which provides specific criteria for students to follow would also serve the students as a useful guide as well.
Image credit to snacktime2007
“When we give feedback, there are two possible cases -- the feedback might show that current performance falls short of the goal, or it might show that the goal has already been reached” (Wiliam, 2012).
So, what is Feedback?
Well as this source explains, "...feedback is often used to describe all kinds of comments made after the fact, including advice, praise, and evaluation…is information about how we are doing in our efforts to reach a goal” (Wiggins, 2012). Moreover, the idea of providing feedback fundamentally extends from the concept of constructive criticism where students are provided with positive comments that will further promote their learning growth.
Examples where providing feedback would be necessary include:
Ways in which teachers/instructors may implement feedback would include, but not limited to, the uses of the following:
This video thoroughly explains how and why providing feedback helps students.
.
Advantages and disadvantages of providing feedback
In addition to knowing the proper usage of this instructional strategy, it is also important for teachers to consider the time in which feedback is to be given. Immediate feedback is ideal to give students opportunities to correct their mistakes, make stronger connections with a given material and enables the students to absorb ideas more proficiently. Praising the students on their achievements when due should also be encouraged and given in a similar fashion to support students learning. Contrary to providing immediate feedback, delay in feedback will enable students to make the same mistakes, make weak connections, and it increases their inability to absorb ideas; consequently, the delay will create more confusion or misunderstanding ("Focus on Effectiveness," 2005).
Applying the feedback method
In the case of a test which contains short essay questions, teachers will notify the students, whether with written or verbal comments, if there are missing or inadequate information from the responses. Teachers can also include that the details are irrelevant and does not support the idea of whatever it is being asked in the question/s. Meanwhile, the teacher’s feedback is positive and instructive to enhance the quality of the responses the next time students are given the opportunity to complete the same or a similar task.
Another example is when students present a research paper that contains irrelevant information and has no connection with the topic and/or idea of the actual paper. The overall content is misconstrued and very difficult for readers to follow. Though this case is rather complex in nature, the same principles apply as it would in the test scenario. The teacher must provide appropriate feedback which would include possible ways in which the students could have gone to write about the topic; perhaps, the teacher might include related sources that would direct the students in the direction needed to complete the paper. In addition, feedback must include where there were disconnections and irrelevancy so the students are aware of the flaws within their papers and are able to make the proper corrections. Having a rubric which provides specific criteria for students to follow would also serve the students as a useful guide as well.